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Graduate Course Proposal Form Submission Detail - EDE6946

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Current Status: Approved by SCNS - 2013-01-08
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): Change of title from Practicum in the Elementary School to read: Practicum Field Experience
Comments: to GC 12/3. Elementary ED MAT - Course Title Change. GC approved 12/3/12. to SYS 12/4/12. to SCNS 12/12/12. SCNS approved effective 2/1/13


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2915 2012-08-28
     
    Department College Budget Account Number
    Childhood Education & Literacy Studies ED 171100
     
    Contact Person Phone Email
    Audra Parker 8139743463 akparker@usf.edu

  2. Course Information

    Prefix Number Full Title
    EDE 6946 Practicum in the Elementary School

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable?
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 I - Internships (Including Practicum) S - S/U Only
     
    Abbreviated Title (30 characters maximum)
    Practicum Ele School
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    N/A

    Corequisites

    Course Description

    Intensive, inquiry-driven practicum experience is designed to complement foundational MAT course work. The integration of course and field experience allows students to make critical course to field connections.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed for program/concentration/certificate change

    B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?

    requirement for the MAT planned program of study

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    No

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    doctorate degree in elementary education or related field


  4. Other Course Information

    A. Objectives

    1. Guided by state standards, the MAT Teacher Candidate will apply concepts from human development and learning theories to co-plan and co-teach coherent, data-driven sequenced instruction that acknowledges student differences and leads to student mastery. (FEAP 1a, 1b, 1c, 1d, 1e, 3c, 3h, 3d)

    2. The MAT Teacher Candidate will use a variety of research-based instructional strategies (e.g. cooperative learning, hands-on experiences, modeling, think-alouds, content area literacy strategies, integration, higher order questioning, centers, assistive technologies) and resources to co-plan and co-teach effective instruction for diverse learners (FEAP 1f, 2h, 2i, 3a, 3b, 3e, 3f, 3g)

    3. The MAT Teacher Candidate maintains a management system that promotes a supportive, safe, organized, and efficient student-centered learning environment respectful of learner differences (e.g. cultural, familial, linguistic, ability). (FEAP 2a, 2b, 2d, 2f)

    4. The MAT Teacher Candidate will use and model clear, acceptable oral and written communication (FEAP 2e)

    5. The MAT Teacher Candidate will integrate current information and communication technologies to support teaching and learning (FEAP 2g)

    6. The MAT Teacher Candidate will differentiate instruction and assessment to accommodate a variety of learning styles and varying levels of knowledge and set high expectations for all learners, including ELLs, ESE, and gifted learners. (FEAP 2c, 3a, 3d, 3g, 3h, 4d; ESOL 5.1d, 5.1e, 5.3c, 5.3e)

    7. The MAT Teacher Candidate will align learner objectives with a variety of formative and summative assessments to diagnose students’ learning needs, provide specific feedback, and adjust instruction to promote mastery among all students, including ELLs, ESE, and gifted learners. (FEAP 3i, 3j, 4a, 4b, 4c; ESOL 5.1a, 5.1b, 5.1c, 5.3a, 5.3b, 5.3d, 5.3f)

    8. The MAT Teacher Candidate will use inquiry and incorporate reflection, data informed research, collaborative partnerships, and professional growth opportunities to set purposeful goals that drive professional development. (FEAP 5a, 5b, 5d, 5e)

    9. The MAT Teacher Candidate will adhere to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to State Board of Education Rules 6B-1.001 and 6B-1.006, F.A.C., and fulfills the expected obligations to students, the public, and the education profession. (FEAP 6)

    B. Learning Outcomes

    Demonstrate instructional competence and behavior management skills during scheduled and unscheduled observations. A minimum of two formative observations (reading, language arts, science, health, social studies, or math) are required during the semester by the University supervisor and the Classroom Collaborating Teacher. You must receive a 3 or higher on each stated Accomplished Practice on the summative document. Missing a scheduled observation without giving the University Supervisor prior notice will result in an unsatisfactory grade in this course.

    Active participation and discussion in the seminars.

    Demonstrate adherence to the dress code set forth by the county or individual school by being dressed professionally each time you go to the school. No JEANS!

    Display enthusiasm and a positive attitude toward your work with both the classroom teacher and the students in your classroom. You must be thoroughly prepared in advance for each day in the classroom.

    Perform all tasks assigned by the classroom teacher and the university supervisor in a prompt, professional, and responsible manner.

    Reinforce established classroom organization and management strategies with regard to discipline, guidance techniques, rules, routines, transitions, and clerical tasks.

    Assume increasing responsibility as outlined by the collaborating teacher and university supervisor. This will include tutoring, small group instruction (i.e. reading), or whole class activities and lessons utilizing the co-teach model. Show enthusiasm, confidence, and initiative.

    Handle all confidential information in a professional manner. Be able to define and differentiate between confidential and public information.

    Exhibit positive interpersonal relationships in the school. [This is your future. The relationships you establish through this course could follow you throughout your career.]

    Use proper handwriting, standard grammar, spelling and handwriting in all work in the classroom, on the board, and in written communication.

    Be able to accept constructive criticism from the classroom teacher and the university supervisor in a positive manner, and implement suggestions for improved teaching.

    Demonstrate knowledge and mastery of each of the Florida Department of Education’s Accomplished Practices at the Pre-professional level prior to graduation from the program [attached]. The student will be introduced to and become familiar with each of these Accomplished Practices during the Level III internship.

    C. Major Topics

    Dates School Visit & Participation Schedule

    Week of 8/13 Classroom visit & preparation work

    •MAT Teacher Candidates will be in contact to schedule a time to visit your classroom to introduce themselves

    •MAT Teacher Candidates may volunteer (their schedules permitting) attend any professional training with you and/or to assist you with the class preparation works.

    8/21 (T)

    Classroom participation

    •MAT Teacher Candidates will participate fully in your classroom to observe and learn how the first day of school is managed from 7:30 to 3:00.

    8/22-8/24

    8/27 Classroom participation

    •MAT Teacher Candidates may volunteer to participate in your classroom as their schedule allows.

    •UNIVERSITY ORIENTATION FROM 1:00-3:00 AT PIZZO

    8/28-11/30 Internship Attendance Requirement

    •Mondays and Wednesdays from 11:30-3:00

    •Tuesdays and Thursdays from 7:30-11:00

    Please understand that MAT Teacher Candidates will be attending class at USF on Mondays and Wednesdays from 8:00-10:45 and on Tuesdays and Thursdays from 12:00-2:45.

    D. Textbooks

    No specific textbook required. Interns

    will receive from their cooperating teachers, the appropriate

    textbooks and supplementary materials designed to aid them in developing and delivering instruction to the class or classes in which they are interning.

    E. Course Readings, Online Resources, and Other Purchases

    Current Chalk-and-Wire account

    Purchase a video camera

    Notebook with 10 dividers

    Purchase an Internship Logo Shirt (additional information will be given later)

    F. Student Expectations/Requirements and Grading Policy

    At the beginning of the semester, each student will be placed in a school setting with a collaborating teacher who is trained in clinical education, who has taught successfully for at least one year, and who holds current elementary certification. The student will also be assigned a supervisor from the university whose responsibility it is to observe the student’s performance in the classroom, provide feedback and collaborate with the MAT Teacher Candidate and cooperating teachers to resolve any issues or concerns that arise.

    All students will seek to demonstrate all the accomplished practices as required by the College of Education evaluation form II. In addition, there is 1 program “task” that serves as the foundation for the professional teaching behaviors expected of a Practicum MAT Teacher Candidate in the MAT program.

    1. Professional Commitments & Scholarly Dispositions – Self-Assessment (FEAP: 6; Objective: 9)

    A key requirement of your program is to complete the survey which can be accessed from the link below. You will need to provide your student identification number prior to completing this survey. This information will be used to help the program coordinator make decisions about how to enhance the program. It will not be used for research purposes, nor will your name or any other personally identifiable information be shared with anyone other than the program coordinator. This is a data-collection tool that will be used for the evaluation of the entire College of Education, so your input is imperative. This will be send to you electronically near the end of the semester. This is due: FRIDAY, NOVEMBER 30, 2012.

    a. Professional Portfolio (FEAP: 5d, 5e; Objective: 8)

    Begin and maintain documentation of a professional portfolio. The portfolio will originate as a hard copy portfolio, saving all files and documents as they are created on the computer. In this portfolio you will Artifacts from critical tasks will become a piece of the e-portfolio developed on chalk-and-wire. This will be an integral part of all future classes and internships in the College of Education at the University of South Florida. The specific contents for this portfolio will be discussed at a future seminar.

    Due: November 5, 2012

    b. Reflective Journal (FEAP: 2e, 5d; Objectives: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10)

    Critical Task:

    FEAPs assessed: 2e, 5d

    Assignments designated as Chalk and Wire (**) requirements must be scored 3 or above in order to pass the course. If you turn in an assignment that receives a grade of 1 or 2, you will be required to redo the assignment. When you have successfully completed the assignment, your new score will be entered into the chalk and wire system. Your initial grade on the assignment will be used to compute your final grade for the course.

    MAT Teacher Candidates will keep a field-based double entry journal documenting their practicum experience reflecting upon the effectiveness of their planning for and delivery of instruction each day. They will examine elements of instruction and managing the learning environment such as whether diverse learning needs of students were met, whether the lesson engaged all/most students (why or why not) and whether or not students demonstrated successful learning outcomes. Over time, as systematic approaches to planning and delivery of instruction and classroom management are developed, students should become increasingly sophisticated in their analysis of their own teaching effectiveness. This ONE PAGE weekly journal will demonstrate clear, acceptable written communication skills and will be collected at the end of each month (September 27, October 25, November 15). See Pages ???? for the template.

    c. Video Taping and Self-Reflection (FEAP: 1a-1f, 2a-f, 2h-i, 3a-j, 4a-d, 5b; Objectives: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10)

    For this assignment the MAT Teacher Candidate will plan and videotape three whole class lessons that you teach during this semester. Each lesson selected should include a lesson plan that demonstrates the MAT Teacher Candidate’s ability to use data, standards, and an array of differentiated instructional strategies to sequence, design, deliver, and assess meaningful learning experiences in a well-managed classroom environment. Prior to each lesson, the MAT Teacher Candidate will generate a hypothesis or focus related to instruction and/or managing the learning environment. Then the video will be analyzed and segments identified that contribute to an understanding of the hypothesis or focus. For each of these segments, the MAT Teacher Candidate will provide an explanation the clips representation as it relates to the lesson focus. Each of the five video-taped reflections should be submitted with both a lesson plan and a completed self-reflection chart (See page 43). Discussions with your Collaborating Teacher and/or University Supervisor should also be considered in completing each reflection. Two of these videotaped lessons will occur during formative observations completed by the University supervisor. The due dates for the self-reflections are: September 17th, October 22nd and November 12th. The final lesson will be used for your Comprehensive Exam/Inquiry Based Professional Development Project.

    d. Four peer coaching sessions (FEAP: 1e, 2e, 5b, 5d, 5e; Objectives: 4, 8)

    You will participate in four peer coaching sessions (two as presenter and a minimum of two as an observer/coach). Submit your responses (as an observer) to the MAT Teacher Candidate you observed immediately following the observation. The presenting MAT Teacher Candidate will read the feedback from the observer and complete the self-reflection prior to turning this form into the supervisor. (see page 42) DUE November 8th.

    e. IMPACT ON STUDENT LEARNING (FEAP: 1a-f, 2c, 2e, 2g, 2h-i, 3a-j, 4a-d, 4f, 5b, ESOL 5.1, 5.3; Objectives: 1, 2, 4, 5, 6, 7, 8)

    Critical Task:

    FEAPs assessed: (4a, 4e, 4f, 5b; ESOL 5.1, 5.3)

    The MAT Teacher Candidate will demonstrate a positive impact on student achievement through the delivery of a teaching unit that integrates a variety of technology and implements various methods for active student involvement in the learning process. Utilizing qualitative and quantitative data from a pretest, the MAT Teacher Candidate will use knowledge of instructional design and lesson planning and delivery to develop and implement an instructional unit that addresses the needs of diverse learners. Using the formative data from the lessons and summative data from a posttest, the MAT Teacher Candidate will reflect on student achievement resulting from the unit of study and suggest improvements for the future. Particular attention to assessment and instructional planning should be given to assessment issues and classroom based assessment strategies for English Language Learners. See pages ___ for specific directions. Electronically send to beagreen@usf.edu by November 15, 2012.

    Assignments designated as Chalk and Wire (**)requirements must be scored 3 or above in order to pass the course. If you turn in an assignment that receives a grade of 1 or 2, you will be required to redo the assignment. When you have successfully completed the assignment, your new score will be entered into the chalk and wire system. Your initial grade on the assignment will be used to compute your final grade for the course.

    f. Formal Observations (FEAP: 1a-f, 2a-f, 2h 3a-j, 4a-d, 5a, 5d, 5e, 6; Objectives 1, 2, 3, 4, 5, 6, 7, 8, 9, 10)

    During this semester, a minimum of two formative observations (see pages ) will be completed by both the University Supervisor and your Collaborating Teacher. To prepare for each of the observations, you will complete the lesson plan template (see pages ) identifying the essential focus for the lesson, techniques for instruction and assessment focusing on active student involvement, effective questioning techniques that encourage high expectations for student academic growth and efficient, effective methods for managing students. A pre-conference will be held prior to your instruction with the observer using questions found on page in this syllabus. Following the lesson, you will participate in a post conference with the observer using the questions found on page . During this post conference, you will set goals for on-going professional development.

    At the end of the semester, the MAT Teacher Candidate, the University Supervisor and your

    CollaboratingTeacher will each complete a Summative Evaluation. This evaluation will look at

    the MAT Teacher Candidate’s overall progress for this internship. You will participate in a

    final conference to share this Summative Evaluation and discuss goals for your final

    internship.

    g. Comprehensive Exams (FEAP: 5a, 5b, 5d, 5e; Objective 8)

    The comprehensive exam is an Inquiry Based Professional Development Project begun during the final month of the practicum experience and completed at the end of final internship. The Comprehensive Exam Inquiry includes four phases.

    1. Phase 1 (Practicum): Video-tape one lesson and analyze instruction using modified Danielson observation. Provide reflective feedback to an assigned peer colleague.

    2. Phase 2 (Prior to Final Internship): Use data from self and peer analyses to identify three strengths and three areas for improvement. Construct a professional development plan for the final internship experience. Include three purposeful professional development goals, each supported by a research-based rationale.

    3. Phase 3 (Final Internship): Implementation of knowledge learned from Phase 2 and data collection on progress towards goals.

    4. Phase 4 (Final Internship): Use the data collected and a final video sample to analyze progress towards their professional development goals. Establish new goals for first year of teaching and prepare presentation for sharing results of inquiry.

    Detailed rubrics, podcasts, and guidelines can be found in the Masters Organization

    section in Blackboard.

    G. Assignments, Exams and Tests

    Satisfactory: Consistent, active and thoughtful participation each day in both the classroom and in seminar discussions / activities. Excellent quality and serious thought put into each assignment. Show evidence of professional growth, as indicated on the midterm and final observation forms and weekly reflections receiving a “3” or higher.

    Unsatisfactory: Inconsistency of participation in the classroom or seminar, assignments that are incomplete or poorly done, failure to complete course objectives, requirements, or expectations or the inability to perform in a satisfactory manner in the internship experience. (documented by an unsatisfactory final evaluation form from the university supervisor or the classroom teacher).

    H. Attendance Policy

    Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

    I. Policy on Make-up Work

    Make up days will be discussed and arranged between you, your collaborating teacher and your university supervisor. Please complete the form found on page for each day absent.

    J. Program This Course Supports

    MAT Elementary Education


  5. Course Concurrence Information



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.